Self-assessment as a self-regulated learning approach in English oral presentations: College students’ choices and perceptions

Figures & data

Figure 1. How self-assessment strategy contributes to learning (Adapted from Rolheiser & Ross, 2001).

Table 1. The reliability of the questionnaire

Instrument	Alpha Coefficient
Questionnaire	0.806

Table 2. The faculty and programs of the engineering students

Faculty	Programs
	Soil Engineering Structure
FCEER	Environmental Engineering
	Highway

FCEER: Faculty of Civil Engineering & Earth Resources

Table 3. Items distribution based on the study factors

	Learning	Social interaction	Self-eligibility and self-awareness	Speaking	Motivation
Items	1,2,3	4,5	6,7, 8, 9, 16, 17, 18	13, 15	10, 11, 12, 14

Table 4. The value and the range of the engineering perceptions

No.	Value	Range
01	1.00–2.33	Low mean value
02	2.34–3.66	Average mean value
03	3.67–5.00	High mean value

Table 5. Engineering students’ perceptions in pre-and post-SA implementation in delivering technical oral presentations

			Pre-SA	Post-SA
No.	Items	M.	SD.	M.	SD.
1	Self-assessment strategy is helpful to my learning.	4.04	.76	4.08	.75
2	Self-assessment strategy makes me understand more about student’s requirement in technical oral presentation assessments.	3.92	.83	3.92	.85
3	Self-assessment strategy is useful for learning because it helps me to recognize my strengths and weaknesses towards delivering technical oral presentation; therefore I become aware of the aspects which should be paid attention to.	4.14	.70	4.09	.72
4	Self-assessment activities increase the interaction between the lecturers and students	3.91	.82	3.92	.78
5	Self-assessment helps me develop a sense of participation.	3.87	.77	3.9	.81
6	I think students are eligible to assess their own performances.	3.98	.83	3.97	.86
7	I appreciate to be graded by my own.	3.8	.87	3.71	.91
8	When I comment the different levels of performance (verbal, non-verbal technical and organizational) of myself, I can perceive errors more clearly and improve some aspects of my future technical oral presentations.	3.94	.77	3.97	.79
9	My comments are useful to myself because I will pay more attention to some future technical oral presentations by taking corrective measures.	3.94	.76	3.92	.70
10	Self-assessment activities motivate me to learn.	3.88	.73	3.88	.72
11	Being graded by myself motivates me to participate more in technical oral presentation.	3.76	.82	3.71	.88
12	I develop motivation and I can freely and fearlessly present my comments, explaining what I have observed during my technical oral presentation.	3.84	.74	3.84	.76
13	Self-assessment improves my technical oral presentation skills.	4.15	.83	4.21	.79
14	Self-assessment stimulates me to make more efforts to present.	4.09	.76	4.08	.80
15	Self-assessment creates more opportunities for me to evaluate my speaking skills.	4.16	.78	4.12	.79
16	By self-assessing, I acquire the quality standards and evaluation criteria.	3.97	.81	4.40	.80
17	When I evaluate my own technical presentation, I develop the critic and analytical thinking skills.	3.9	.90	3.90	.92
18	It is extremely important to know the evaluation criteria and technical oral presentation standards for self-assessing.	4.2	.70	4.16	.71

Figure 2. Description information differences of the engineering students’ perceptions about SA.

Table 6. Overall M.s and Std. D.s for participants’ perceptions on self-assessment strategy (Pre-and post-questionnaire)

Factors	N.	M.(pre-)	M. (post)	Std. D.(pre-)	Std. D.(Post)	Range
Learning	110	3.95	4.03	0.87	.76
Self-Eligibility & self-awareness	110	3.81	3.91	0.90	.80
Speaking	110	4.03	3.99	0.84	.79
Motivation	110	3.76	3.82	0.84	.77
Social Interaction	110	3.84	3.89	0.84	.81
Total	110	3.87	3.92	0.85	.78	High (Pre&Post phases)

Rolheiser, C., & Ross, J. A. (2001). Student self-evaluation: What research says and what practice shows. Plain talk about kids. Center for Development and Learning.

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